Academic stress is a prevalent and impairing concern among secondary-school adolescents, yet brief, school-compatible interventions remain limited. This multiple baseline single-case experimental study examined the feasibility and preliminary efficacy of a manualised nine-session Neuro-Linguistic Programming (NLP) intervention for reducing academic stress in four adolescents (aged 14–15 years) exhibiting moderate-to-severe stress (baseline Academic Stress Scale scores: 19–22) and marked scholastic decline. Participants served as their own controls, with session wise ASS monitoring from intake through Session 9. The protocol integrated stress mapping, internal-representation analysis, perceptual positions, the Visual Swish Pattern, resource anchoring, and future pacing. All students demonstrated clinically meaningful reductions in ASS scores (Student A: 22 to13; Student B: 20 to14; Student C: 19 to12; Student D: 21to13), corresponding to 30–41% stress reduction. Post intervention examination scores recovered to or exceeded pre-stress baselines (55–60% to 88.5–93.5%). Qualitative observations indicated improved sleep, reduced catastrophic thinking, and enhanced cognitive flexibility during examinations. While causal inference is limited by the small sample and absence of staggered baseline implementation, findings suggest that NLP techniques targeting internal representations and state management may offer a promising, brief adjunct to existing school-based stress-reduction programmes. Replication with rigorous SCED standards, larger samples, and follow-up assessments is warranted.

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